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Relations of appraised stress, coping strategies, and negative affect among college students: A structural equation modeling approach.

机译：大学生之间评估压力，应对策略和负面影响的关系：一种结构方程建模方法。

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College is recognized by many researchers to be an exceptionally stressful period of development. Despite considerable theoretical and empirical attention, many questions still remain regarding the experience of stress among college students. There is a dearth of multivariate investigations in this area and, to date, no clear consensus exists among researchers as to which coping strategies best attenuate negative affect, and whether male and female students cope with stress in different ways. As such, the purpose of this study was two-fold: (a) to examine the goodness of fit of a model depicting multivariate relations among self-report measures of appraised stress (Cohen, Kamarch, & Mermelstein, 1983), dispositional coping strategies (Carver, 1997), and negative affect (Lovibond & Lovibond, 1997); and (b) to identify whether the model relations varied by gender. The model, based on previous research with college students (e.g., Dunkley et al., 2000; Soderstrom et al., 2000), specified that students' appraised stress would predict their negative affect, and that coping would partially account for the relation between these variables. Results derived from a large sample (N = 1088) of college students (females, n = 562; males, n = 526) indicated that the model fit the data well, with no observed gender differences. The model pulled together common observations in the stress literature, and a more comprehensive and parsimonious understanding of college student stress has emerged. Overall, the model is a useful heuristic device (a) to understand, assess, and diagnose college student stress, as well as (b) to identify and target specific areas for intervention to promote well-being among college students.
机译：大学被许多研究人员认为是一个异常紧张的发展时期。尽管在理论和经验上有相当多的关注，但关于大学生的压力体验仍然存在许多问题。在这一领域尚缺乏多变量研究，迄今为止，研究人员之间尚无明确共识，即哪种应对策略最能减轻负面影响，以及男女学生是否以不同方式应对压力。因此，本研究的目的是双重的：（a）研究描述自我评估压力评估的自我报告测量之间的多元关系的模型（Cohen，Kamarch，＆Mermelstein，1983），性格应对策略的拟合优度（Carver，1997）和负面影响（Lovibond＆Lovibond，1997）； （b）确定模型关系是否因性别而异。该模型基于先前对大学生的研究（例如，Dunkley等，2000； Soderstrom等，2000），规定学生的评估压力将预测他们的负面影响，而应对将部分解释两者之间的关系。这些变量。从大样本（ n = 1088）的大学生中得出的结果（女， n = 562；男， n = 526）表明：该模型很好地拟合了数据，没有观察到性别差异。该模型汇集了压力文献中的常见观察结果，并且对大学生压力有了更全面，更简约的理解。总体而言，该模型是一种有用的启发式工具（a）理解，评估和诊断大学生压力，以及（b）识别和确定具体的干预领域以促进大学生的幸福感。

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